綜合活動學習領域的理論基礎初探

An Exploration of Theoretical Foundations of Integrated Activities

本文旨在探討和解析九年一貫課程綜合活動學習領域官方資料、原課程設計者與學者專家提出之理論基礎，期望中小學教師掌握綜合活動課程精神，裨益教學表現。本文採文獻探討與理論分析，首先闡述綜合活動學習領域的理念與內涵；其次，在哲學基礎方面，探究Dewey的實驗主義與後現代主義的教育理念，及其與綜合活動課程與教學的相關性，在心理學基礎方面，探究建構主義、多元智慧理論的教育理念，及其與綜合活動課程與教學的相關性，在社會學基礎方面，探究批判教育學的核心理念，及其與綜合活動課程與教學的相關性。最後，奠基於「理論和實務是一體」的立場，綜合活動理論和實務是相互建構、辯證性地相關，因此在上述的理論背景下發展綜合活動課程與教學的實務，或者是從我國的社會文化背景與學校的綜合活動課程與教學實際經驗中修正理論，透過理論與實務經驗之問題討論、反思與辯證思考，將更能建構並發展出具有「實踐、體驗與省思，建構內化的意義」基本理念的綜合活動課程與教學。

This paper aims to explore the theoretical foundations of Integrated Activities by first examining the ideas and contents of Grade 1-9 curriculum guidelines. Second， it explores the philosophical foundations related to Integrated Activities from Dewey's experimentalism and the perspectives of postmodernism. Third， it explores the psychological foundations concerned with Integrated Activities from constructivism and multiple intelligences theory. Finally， it re-examines the core ideas of critical pedagogy and its relations to Integrated Activities from the sociological perspective. The consequence of this paper leads to the fact that the theoretical base for Integrated Activities is a land that still needs plowing. Meanwhile， curriculum implementation and teaching strategies should combine the contents of theoretical foundations to achieve the ideas and contents of Integrated Activities.